Intervenor for Students with Deafblindness

**Position**:
Intervenor for Students with Deafblindness (Temp)

**Department**: Regional Student Services - This position is currently split between W.J. Watson P.S. and Keswick H.S.

**Salary**:
$30.26 - $31.56

**Application Deadline**:
May 9, 2023

The Recruitment Team.

This position is effective immediately and ending on or about June 28, 2024.

**Please Note**: Ability to travel from site to site is required.

This position is responsible for providing support to students with deafblindness which allows students to take part in, and benefit from, educational programs. The Intervenor provides access to and facilitates communication between students with deafblindness, other students, parents and staff using the student’s preferred mode of communication. Under the direction of a Regional Vision Resource Teacher, and in cooperation with the classroom teacher, the Intervenor reinforces the educational program by reinforcing concepts, adapting, and modifying instructional materials (visual and/or tactile) to meet the specialized needs of students with deafblindness in compliance with Board policies and procedures..

**Major Responsibilities**:
To receive and interpret information for students with deafblindness, in order to facilitate their participation in the visual/oral world around them.

To use a total communication approach to facilitate communication between the students with deafblindness, other students and staff, in order to support the required education and communication levels (this may involve signing, tactile signing, voice, Braille, object/visual/tactile cues, etc.).

To receive and relay information on behalf of students with deafblindness using a total communication approach.

To reinforce skills and concept development through concrete, meaningful and functional activities and interactions with others and the environment.

To provide reinforcement of the use of residual vision and/or hearing, while addressing sensory integration issues and changes in level of functioning, under the direction of the Regional Vision Resource Teacher.

To serve as a support person to the teacher in the development and implementation of the students’ Individual Education Plans (I.E.P).

To deliver interventions or strategies as set out in the I.E.P as established by teachers, in consultation with other resource staff.

To assist in the promotion of interaction between students with deafblindness and his/her environment, fostering social growth, positive self-image, and meaningful contribution to society.

To assist in the preparation and adaptation of materials and monitoring of programs.

To supervise and assist individual and groups of students during classroom activities, recess, lunch, field trips, excursions, bus and/or taxi arrival and departures, work placements and other situations as required.

To assist students with personal and medical care in accordance with current Board Policy and Procedure #662.0 which may include administration of medication, feeding, dressing, toileting, hygiene, lifting and positioning, and assistance with mobility.

To provide direct intervention, in accordance with student’s IEP and Safety Plan, in managing behavioural and immediate safety needs of the students using the principles of CPI and as outlined in the Memo Addressing Unsafe Student Behaviour in Safe and Supportive ways.

To assist with ongoing assessment of student programs and writing daily anecdotal reports and records, as required.

To attend meetings as requested.

To attend professional development sessions/training as required.

To perform other duties as assigned.

**Line of Responsibility**:
Responsible to the school Principal and the Regional Principal of Student Services, through the Regional Vision Resource Teachers.

**Education, Experience, and Qualifications**:
Secondary School Graduation Diploma with a two year diploma in Intervenor for Deafblind Persons or Deaf and Blind Support Specialist Program is required.

Minimum one year related experience is required.

Training in a Total Communication Approach is required.

Training in de-escalation strategies (including CPI certification, where required), lifting and positioning techniques are requirements of this position.

Effective verbal and written communication and interpersonal skills are required.

A general working knowledge of computers and Board approved/implemented software is required.

Equity, Diversity and Inclusion Statement

The York Region District School Board (YRDSB) believes in giving each and every applicant an equal opportunity to succeed on their own merit and we strive to hire staff that reflect and support the diverse perspectives, experiences and needs of students and communities.

We remain committed to upholding the values of equity, diversity, and inclusion in our living, learning and work environments.

We know that diversity underpins excellence, and that we all share responsibility for creating an equitable, dive